The WIDA assessment is given yearly to measure student growth in English language proficiency. The test measures student achievement in language proficiency and rates them on a "can do" continuum of levels from entering to reaching.

This assessment is given so teachers can adjust instruction accordingly to help students achieve benchmarks in reading, writing, and math.

Students choose one of their writings each month to add to a student collected writing portfolio. Students reflect on their strengths and next steps with this writing sample using a simple rubric. Over time they can see growth in their writing ability through the writing portfolio.

Students are asked to collect an example of a math problem that shows what they know about solving this type of problem. This is assessment as learning because it's collected by the student to show their knowledge of a math problem type.

An assessment to compare results across the grade level to measure achievement on Topic 9 material in math.

MAP is also norm-referenced because it compares scores of like grouped students to each other and ranks those scores accordingly.

SBAC is a large scale test that measures student scores across the US to like-aged peers and provides data about those scores.

We test sight words at least once a month, to see if our instruction is helping students learn the sight words. This data does not go in the gradebook. We can adjust instruction if they are not learning as anticipated.

Our sight word testing process is interim because we monitor student progress at least every month, and this is a pre-determined, set interval for testing to make sure students are learning as anticipated.

MAP scores are comparative; they compare groups of students based on specific characteristics. MAP is vertically scaled and provides information about progress along a continuum of learning.

SBAC testing is high stakes because scores are released and can imply that our school isn't "good" based on these published scores. It can cause parents to school-shop elsewhere. It can cause teachers to feel ineffective and question their ability to teach.

Teachers collect data to monitor student progress during an instructional cycle to make sure all students are learning the material, and adjust teaching strategies as needed to insure success.

Given to assess student ability to work through a hands on task in math, to prepare them for SBAC once they get in third grade and up. We give this test three times during a three month period to see if our teaching strategies are helping them navigate the performance task in first grade.

Students take this assessment three times a year to measure growth in phonemic awareness, phonics, and sight word identification. This assessment informs instruction when given.

Students are given summative tests at the end of a unit of instruction to measure whether they met goals for achievement within that learning time and across standards taught.